Dimensions of Early Childhood - Southern Early Childhood ...

emphases have demanded additional
attention be given to the environments
in which young children
spend time.
Research has demonstrated that
the quality of early care and education
programs has a direct impact
on child outcomes. Positive child
outcomes, specifically behavior and
development, have been correlated
with lower child/staff ratios, smaller
group sizes, and higher levels of
caregiver education and training
(Howes, 1997; Burchinal, Roberts,
Nabors, & Bryant, 1996; Clarke-
Stewart, Gruber, & Fitzgerald,
1994; Dunn, 1993; Phillips, Howes,
& Whitebook, 1991; Ruopp, Travers,
Glantz, & Coelen, 1979).
The National Institutes of Child
Health and Human Development
(NICHD) Study of Early Child Care
Research Network provided leadership
on several studies about program
quality and child outcomes. Love et
al. (2003) summarized the findings
from three studies that concluded
that program quality is an important
factor in influencing children’s
development. Other studies have
found program quality has an effect
on language, communication, and
cognitive skills (Burchinal & Roberts,
2000; Peisner-Feinberg et al., 2001).
Clearly, the development and behavior
of children is directly affected by
the quality of the program in which
they are enrolled.
Nancy P. Alexander
The most critical indicators of quality in early care and education programs and subsequent
positive outcomes for children are the professional development and education,
compensation, and consistency of the early care and education professionals working in
the program.
Links Between Professional
Development
and Program Quality
The most critical indicators of
quality in early care and education
programs and subsequent positive
outcomes for children are the professional
development and education,
compensation, and consistency
of the early care and education professionals
working in the program
(AFT, 2002; Kagan & Neuman,
1996; Learning to Care, 1998; North
Carolina Partnership, 1998; Whitebook,
Howes, & Phillips, 1990).
Program quality affects
child outcomes.
A number of studies have found a
link between education and training
of staff and classroom quality
(Burchinal, Cryer, Clifford, &
Howes, 2002; Norris, 2001; Ruopp
et al., 1979; Supovitz, Mayer, &
Kahle, 2000). This research specifically
found that the educational levels
of early care and education professionals
are an essential determinant
of the quality of services that
young children receive.
Several studies have focused on
formal education and the link to
classroom quality (Howes, 1997;
Phillips, Mekos, Scarr, McCartney,
& Abbott-Shim, 1995; Phillipsen et
al., 1997; Whitebook, Howes, &
Phillips, 1989). A more recent study
by Early et al. (2006) found teacher
education to be predictive of quality
as measured by the Teaching and
Interaction sub-scale on the Early
Childhood Environment Rating
Scale (ECERS) and children’s math
scores. These studies and others
have found that
1) early care and education professionals
who complete more
years of formal training or
who receive an early childhood
degree at the university
level provide higher quality
care and education,
2) having a bachelor’s degree
and specialized early childhood
training is the most
30 Volume 35, Number 1 DIMENSIONS OF EARLY CHILDHOOD Winter 2007